Teacher–researcher role conflict and burnout among Chinese university teachers: a job demand-resources model perspective

Abstract

ABSTRACTBased on the job demand-resources framework, the present study investigates the association between teacher–researcher role conflict and burnout (including emotional exhaustion, depersonalization and reduced personal accomplishment) among Chinese university teachers by testing the moderating effects of perceived organizational support (POS) and political skill. The results from two studies employing quantitative (survey) and qualitative (interview) methods indicate that (1) Chinese university teachers experience a low–to-moderate level of burnout; and (2) there is a partial association between teacher–researcher role conflict and burnout; specifically, role conflict is positively related to teachers’ emotional exhaustion and depersonalization. (3) Although no direct association was found between teacher–researcher role conflict and reduced personal accomplishment, political skill and POS moderate the relationship between role conflict and reduced personal accomplishment. As predicted, POS mitigates the feeling of reduced personal accomplishment led by role conflict. Moreover, the role-conflict-personal accomplishment relationship is strengthened when individuals show low political skill.